In connection with his observational method, Pestalozzi at this time began his attempt to reduce all perception to its lowest terms, ‘the A B C of observation,’ as he afterward called it. It was while at Stanz, for example, that he first adopted his well-known plan of teaching children to read by means of exercises known as ‘syllabaries.’ These joined the five vowels in succession to the different consonants,--‘ab, eb, ib, ob, ub,’ and so on through all the consonants. From the phonetic nature of German spelling, he was able to make the exercises very simple, and thus to furnish a necessary practice in basal syllables. In a similar way he hoped to simplify all education to such an extent that schools would eventually become unnecessary, and that each mother would be able to teach her children and continue her own education at the same time. [Sidenote: Suspension of combination of industrial with intellectual elements.] [Sidenote: ‘Syllabaries’ and other language exercises,] [Sidenote: arithmetic,] [Sidenote: geometry, and other studies.] =Continuation of His Methods at Burgdorf, and _How Gertrude Teaches Her Children_.=--From these experiments and concrete methods that Pestalozzi started at Stanz gradually developed all his educational contributions. But before the close of a year he was forced by circumstances to remove to Burgdorf. Here, on account of the social position of many of his pupils, he had to suspend his experiment of combining industrial with intellectual training, although, as will later be seen, his special efforts in this direction were greatly enlarged and perpetuated by Fellenberg. He now devoted himself to his ‘A B C of observation,’ and further worked out and graduated his ‘syllabaries.’ Language exercises were also given his pupils by means of examining the number, form, position, and color of the designs, holes, and rents in the wall paper of the school, and expressing their observations in longer and longer sentences, which they repeated after him. For arithmetic he devised charts upon which were placed dots or lines concretely representing each unit up to one hundred. By means of this ‘table of units’ (Fig. 34), the pupil obtained a clear idea of the meaning of the digits and the fundamental processes in arithmetic. The children were also taught the elements of geometry by drawing angles, lines, and curves, and the development of teaching history, geography, and natural history by this method of observation was likewise continued. [Sidenote: Success of the school.] [Sidenote: Principles in his _How Gertrude_.]